Present perfect (and past
simple) by Sarn Rich
- Lesson Plan
Preliminary Information
Time: 1 hour
Level: Pre-Intermediate
Aims:
Review and give oral practice of Present Perfect for life
experiences in contrast to the Past Simple for specified times.
Timetable Fit:
Part of the structural syllabus, following the Past Simple,
before a speaking skills lesson in which the stds practice
asking each other about their professional experience.
Lesson rationale
Some of the stds in the group never seem to use the present
perfect, while others use it when they should use the past
simple.
This may be attributed to:
- their different English-learning experiences before attending
the class
- confusing accounts may have been gathered in the past
- differences in meaning between English & Spanish corresponding
forms. In Spanish it is normal to use the formal equivalent
to the present perfect with time references, & obligatory
when referring to actions & events earlier on the same
day, producing errors like:
*Today I've finished work early because I've started at seven
o'clock this morning. (Coe in Swam (ed) 'Learner English'
CUP:82)
I feel that once it is made clear that the
present perfect is impossible where there is a definite time
reference, the stds will be able to discriminate more confidently
between when they should use the present perfect & when
they should use the past simple.
The last listening & final speaking activity
are included to familiarise the stds with the kinds of situations
in which we use the different forms in practice.
Assumptions:
They have a good grip of Past Simple and Past Continuous.
Some of them use Present Perfect occasionally already, but
some will be new to it.
Anticipated Problems and Solutions:
Some may not know any of the past participles, so I'll
put them in pairs to teach each other. The last activity requires
some imagination, which I hope to fire with preceding input.
Aids:
Board, HO1
and HO2 Tape, Picture Prompt cards.
Procedure
Stage 1: Presentation - 7 mins
On the board display 6 utterances spoken at a party with Present
Perfect and Past Simple in different colours.
- I've driven a BMW but I prefer Japanese
cars.
- Really! I drove a BMW when I was living in Germany. I loved
it.
- Dustin Hoffman is really nice. I met him in 1995.
- Oh, I've never met a film star.
- I cooked dinner yesterday.
- I've cooked dinner lots of time.
Pairs listen and read and discuss what they think is the difference
in form and usage
Elicit which corresponds to what in the timeline
Stage 2: Reinforcement - 10 mins
Elicit and write up Infinitive, Past
Simple and Past participle
Pairs fill in the gaps on HO1,
stuck on the walls
After checking, pairs fill in gaps on HO2
(on reverse of HO1), then listen to check.
Stage 3: Dictogloss - 10 mins
Draw attention to 3 more people at
the party and dictogloss what they're saying:- Have you ever
been to Paris? - No, I haven't.- Have you ever been to Paris?
- Yes, I have.
Drill, and elicit the next question and what happens next:
- When did you go?…
Stage 4: Controlled Practice
- 6 mins
Give Stds cards with pictures to prompt
questions. e.g. 'Have you ever drunk three bottles of wine?'
Stds mingle practising the dictogloss dialogue
Stage 5: Listening - 7 mins
Introduce another person A at the party,
with 3 picture prompts to elicit what he's saying:e.g. 'I've
jumped out of a window'
Pairs predict what the other two sentences are, then listen
to check
Introduce another character B who doesn't believe A's statements
are all true
Elicit a possible question from B
Stds listen to A and B's dialogue and decide which of A's
three statements are false.
Stage 6: FreePractice
- 20 mins
Stds each write 2 true and 1 false
statement about their life experiences, in the Present Perfect,
then question each other to decide which are true and which
false.
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